The term Assistive Technology includes both services and devices. The Individuals with Disabilities Education Act (IDEA) defines an AT device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. AT can help people learn in a school or education environment, compete in the work environment, achieve independence, or improve quality of life." An exclusion was added to the definition of an assistive technology device in the 2004 Re-authorization of IDEA to address surgically implanted devices such as cochlear implants. Specifically, it was stated that an assistive technology device “does not include a medical device that is surgically implanted, or the replacement of such device.” The use of assistive technology is not an end in itself, but part of an ongoing process to improve functional capabilities.
Why is it Important?
Assistive technology increases a student’s opportunities for education, social interactions, and potential for meaningful employment. It also supports a student’s participation in learning experiences in the least restrictive environment. Assistive technology is a tool to help the student benefit from the general education curriculum, and access extracurricular activities in home, school, and work environments
The 1997 revision of the Individuals with Disabilities Education Act (IDEA) included many new requirements for school districts. One of those new requirements is the group of "special factors" which each IEP team must consider. Assistive technology is one of those special factors. The requirement states simply, "…the IEP Team shall…consider whether the child requires assistive technology devices and services." Although school districts have been required to provide assistive technology devices and services if they are needed for a child to receive a free and appropriate public education (FAPE) since 1990, in many cases assistive technology was treated as a "special" area that was separate from the general delivery of services. In some cases assistive technology was only thought about for children with very severe disabilities or only for those with physical and speech disabilities. The passage of IDEA ’97 is the first time that each IEP team in every school district has been specifically required to focus on the need for assistive technology. This is the first time that every IEP team developing programs for children with learning disabilities must ask the question, "Does this child need assistive technology in order to accomplish the educational goals we have set?" So what is assistive technology? How can it help children with learning disabilities? From Bowser, G. and Reed, P. , Education Tech Points; A Framework for Assistive Technology Planning, Winchester
Why should it matter to you?
This FLDOE technical assistance paper identifies the responsibilities of the IEP team in determining assistive technology.
Some Examples of Assistive Technology (that may pertain to the school environment)
Aids for Daily Living: adapted books, pencil holders, page turners
Aids for Hearing Impaired: assistive listening devices (infrared, FM loop systems), hearing aids, TTYs, visual and tactile alerting systems.
Aids for Vision Impaired: magnifiers, Braille or speech output devices, large print screens.
Augmentative and Alternative Communication (AAC): communication boards, speech synthesizers, head pointers, text to voice software.
Computer Access Aids: modified or alternate keyboards, switches activated by pressure, sound or voice, touch screens, voice to text software for computer use, speech recognition software, headsticks, light pointers.
Some Examples of Assistive Technology (they may pertain to the environment beyond the school setting)
Environmental Controls: Electronic systems that help people control various appliances, switches for telephone, TV, or other appliances which are activated by pressure, eyebrows or breath.
Home/Workplace Modifications: Structural adaptations that remove or reduce physical barriers: ramps, lifts, bathroom changes, automatic door openers, expanded doorways.
Mobility Aids: Devices that help people move within their environments: electric or manual wheelchairs, modifications of vehicles for travel, scooters, crutches, canes and walkers.
Prosthetics and Orthotics: Replacement or augmentation of body parts with artificial limbs or other orthotic aids such as splints or braces. There are also prosthetics to assist with cognitive limitations or deficits, including audio tapes or pagers (that function as prompts or reminders).
Recreation: Devices to enable participation in sports, social, cultural events. Examples include audio description for movies, adaptive controls for video games, adaptive fishing rods, cuffs for grasping paddles or racquets, seating systems for boats.
Seating and Positioning: Adapted seating, cushions, standing tables, positioning belts, braces, cushions and wedges to maintain posture, and devices that provide body support to help people perform a range of daily tasks.
Service Animals: The Americans with Disabilities Act defines a service animal as any guide dog (for visually impaired and blind individuals), signal dog (for hearing impaired or Deaf individuals), or other animal individually trained to provide assistance to an individual with a disability.
Vehicle Modifications: Adaptive driving aids, hand controls, wheelchair and other lifts, modified vans, or other motor vehicles used for personal transportation.
The term Assistive Technology includes both services and devices. The Individuals with Disabilities Education Act (IDEA) defines an AT device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. AT can help people learn in a school or education environment, compete in the work environment, achieve independence, or improve quality of life."
An exclusion was added to the definition of an assistive technology device in the 2004 Re-authorization of IDEA to address surgically implanted devices such as cochlear implants. Specifically, it was stated that an assistive technology device “does not include a medical device that is surgically implanted, or the replacement of such device.”
The use of assistive technology is not an end in itself, but part of an ongoing process to improve functional capabilities.
Why is it Important?
Assistive technology increases a student’s opportunities for education, social interactions, and potential for meaningful employment. It also supports a student’s participation in learning experiences in the least restrictive environment. Assistive technology is a tool to help the student benefit from the general education curriculum, and access extracurricular activities in home, school, and work environments
The 1997 revision of the Individuals with Disabilities Education Act (IDEA) included many new requirements for school districts. One of those new requirements is the group of "special factors" which each IEP team must consider. Assistive technology is one of those special factors. The requirement states simply, "…the IEP Team shall…consider whether the child requires assistive technology devices and services." Although school districts have been required to provide assistive technology devices and services if they are needed for a child to receive a free and appropriate public education (FAPE) since 1990, in many cases assistive technology was treated as a "special" area that was separate from the general delivery of services. In some cases assistive technology was only thought about for children with very severe disabilities or only for those with physical and speech disabilities. The passage of IDEA ’97 is the first time that each IEP team in every school district has been specifically required to focus on the need for assistive technology. This is the first time that every IEP team developing programs for children with learning disabilities must ask the question, "Does this child need assistive technology in order to accomplish the educational goals we have set?" So what is assistive technology? How can it help children with learning disabilities?
From Bowser, G. and Reed, P. , Education Tech Points; A Framework for Assistive Technology Planning, Winchester
Why should it matter to you?
This FLDOE technical assistance paper identifies the responsibilities of the IEP team in determining assistive technology.
Some Examples of Assistive Technology (that may pertain to the school environment)
Some Examples of Assistive Technology (they may pertain to the environment beyond the school setting)